ERIC ED364527: Montana Health Enhancement...An Expanded Concept: Assessment and Planning.

31 Pages·1992·0.6 MB·English

by  ERIC

DOCUMENT RESUME
ED 364 527
SP 034 864
TITLE
Montana Health Enhancement...An Expanded Concept:
Assessment and Planning.
INSTITUTION
Montana State Dept. of Public Instruction, Helena.
SPONS AGENCY
Centers for Disease Control (DHHS/PHS), Atlanta,
GA.
PUB DATE
92
CONTRACT
U63/CCU803049-04
NOTE
31p.; For related documents, see SP 034 862-863. This
model was developed from the New York State Education
Department's "On the Right Track."
PUB TYPE
Guides - General (050)
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
*Community Health Services; Curriculum Guides;
Elementary Secondary Education; *Fundamental
Concepts; Fused Curriculum; Health Education; *Health
Promotion; Holistic Approach; Physical Education;
*Program Development; *Program Evaluation; *School
Health Services; State Standards
IDENTIFIERS
*Comprehensive School Health Programs; Montana
ABSTRACT
Comprehensive health enhancement programs (CHEPs) are
a curricular area required by new Montana accreditation standards.
The curriculum combines the disciplines of health and physical
education into an integrated, holistic, health-oriented program,. A
CHEP incorporates an expanded concept of health services--healthy
school environment, employee wellness and assistance programs, and
other programs and services outside the classroom. This assessment
and planning manual helps schools and communities create or improve
their CHEPs using the "Expanded Health Enhancement Grid." The grid
offers a framewoik for identifying and assessing current efforts
supporting the program and for planning strategies to enhance the
health and well-being of students and the entire community. The
manual identifies 9 components within 10 concept areas that define
the broad scope and coordinated approach of the CHEP and provides a
5-step process for using the grid. Six appendixes provide: components
of an expanded health enhancement program with questions and
suggestions; a blank grid; a grid with sample questions; a grid
analysis form; an action plan; and information on establishing a CHEP
and wellness advisory committee. (LL)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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U S DEPARTMENT OF EDUCATION
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EDUCATIONAL RESOURCES INFORMATION
CENTER (MC)
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Introduction
Meeting the health-related needs of today's youth is a complex undertaking
which requires the coordinated, cooperative effort of the school, health services
agencies, church, community and home. Each must work in harmony with the others
and provide services and programs which dovetail.
Just as the school cannot meet the health-related needs of youth all alone, the
school's role cannot be ftqfilled through classroom instruction alone, but must include
thought of as "health education."
a variety of programs and activities not normally
Health Enhancement curriculum takes place in the classroom, but the Health
Enhancement program includes health services, the healthy school environment,
employee wellness and assistance programs, and other programs and services outside
look
the classroom. This assessment and planning manual is designed to help schools
place and where gaps in
at the pieces of a comprehensive program they have in
services and programs may occur. The intent is to develop a school-wide health
enhancement program for both students and employees which will provide a model
for self-responsibility for positive personal and community health behavior.
This model was developed from the New York State Education Department's
On the Right Track, and their permission to use is gratefully acknowledged.
This document was printed entirely with federal funds from the HI V/AIDS
Education Cooperative Agreement (No. U63/CCU803049-04) awarded to the Mon-
Control.
tana Office of Public Instruction from the Centers for Disease
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An Expanded Concept
Health Enhancement
. .
.
Health Enhancement is a required curricular area through the Montana
Accreditation Standards. It brings together the disciplines of health education and
physical education into a combined, hoiistic, health-oriented program.
For students to not only gain health enhancement-related knowledge, but to
develop health-promoting attitudes and exhibit healthy behaviors, much needs to be
done outside the health enhancement classroom. Hence, the need for an expanded
variety
concept of how student knowledge, attitude and behavior is affected by a wide
of influences within the school setting.
This expanded concept, or the Health Enhancement Program, goes far beyond
the Health Enhancement Curriculum and includes components not typically thought
of previously as having an impact on the health status and behavior of our youth.
Although this expanded concept goes far beyond the minimal requirements of the
Accreditation Standards, this document will assist districts in assessing their overall
health and wellness strengths and weaknesses and may well lead to program
improvements, expanded teacher training and additional school, home and commu-
nity cooperation and coordination.
Purpose of This Manual
This manual is designed to help schools and communities create or improve
their Health Enhancement program using the "Expanded Health Enhancement Grid."
The grid offers a framework for identifying and assessing currcnt efforts supporting
the Health Enhancement program and for planning strategies to enhance the health
and well-being of students and the entire community. You will see many areas where
the Health Enhancement program is already at work. The grid correlates the nine
components of a Health Enhancement program with 10 conceptual areas.
Teachers, curriculum departments and school administrators can use this
manual to assess their current programs and move forward in the development of a
comprehensive Health Enhancement program.
What is a Comprehensive
Health Enhancement Program?
Acomprehensive Health Enhancement program represents an expansion of
environmentto
the traditional elements of school healtheducation, services, and
embrace a broader mission, one in which collaboration with community resources is
fostered and everyone in the school shares responsibility for promoting good health.
Realizing this mission requires the mobilization of many resources of the home,
school and community to meet the physical, social, intellectual, spiritual, and mental
health needs of students, to contribute to the well-being of school staff, and to create
a healthful school environment for all.
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What are the Nine Components
of a Health Enhancement Program?
The nine components listed below help to define the broad scope and
coordinated approach of the Comprehensive Health Enhancement Program (CHEP),
which is concerned for the wellness of the whole person. Based on guidelines from
the American School Health Association, Centers for Disease Control and Montana
Health Enhancement Summit Conference, these components have gained wide
acceptance throughout the nation as the foundation of the CHEP.
Healthful School EnvironmentThis component includes a safe and
health-enhancing physical environment; the organization of a healthful school day;
an atmosphere which promotes everyone's self-esteem; and the fostering of interre-
lationships that are favorable to social/emotional health.
Health InstructionA comprehensive, sequential PreK-12 health educa-
tion curriculum provides structured experiences to facilitate acquisition of health
knowledge and skills and adoption of health-enhancing attitudes, beliefs, and
behaviors.
Health ServicesSchool health services provide, at a minimum, health
screenings; reinforcement of health instruction, with an emphasis on prevention;
management of health problems; promotion of healthy lifestyles for students and
staff; and counseling and referral to meet individual needs.
Physical EducationA sequential K-12 curriculum that provides a vari-
ety of developmental movement activities, health-related physical fitness programs
with individual exercise prescriptions to promote physically active lifestyles; inte-
grated health concepts related to fitness. nutrition, weight control, stress manage-
ment, substance abuse, and safety education.
School Guidance and CounselingIn addition to guidance regarding
educational and vocational concerns, a school guidance and counseling program
provides primary prevention and early intervention programs that are supportive of
the philosophy and goals of the health instruction program and meet the needs of
students and staff.
Food ServiceSchool food services provide nutritionally balanced, qual-
ity, appealing meals that follow recommended dietary guidelines and reinforce
concepts taught in the instructional setting regarding the selection of healthy toods
and the adoption of health-enhancing nutritional habits.
Schoolsite Health PromotionThis program draws on the resources that
exist in schoolswell-maintained facilities and staff who are already engaged in a
variety of health promotion activitiesto encourage and assist staff in the adoption
of health-enhancing lifestyle behaviors.
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Integrated School, Community ProgramsThe coordination of commu-
nity resources and services with programming in the school improves the school's
ability to meet the needs of students and staff. Such collaborations increase the
quantity and quality of school health and wellness promotion efforts, redefine
institutional roles, and reduce duplication of services.
Health Enhancement InfusionHealthy lifestyle role modeling and
information are provided to students through all subject areas, especially home
economics, science, the Drug-Free Schools program, the school foods program and
others. All staff should be concerned for the health and well-being of themselves,
other staff and their students.
For further clarification of these nine components and programs that might be
found in a district with a CHEP program, see Appendix A.
lifestyle (which are included in the
The 10 conceptual areas of a healthy
Montana Health Education Planning Guide) offer a starting point for expanding
in the direction of a CHEP. They are:
school health and wellness effort
Human Growth and Development,-Knowing tile body and understand-
ing the characteristics and natural progression of development in the life cycle for
taking actions that promote health.
Mental and Emotional HealthRecognizing the relationships among
emotional reaction, social relationships, and health for establishing patterns of
behavior that promote emotional health and sound interpersonal relationships.
NutritionUnderstanding the role of nutrition in the promotion and
maintenance of sound nutritional practices.
Environmental HealthRecognizing that environmental factors have a
direct effect on the health of the individual and society, and taking actions that protect
and improve the environment.
Family Life EducationAppreciating the role of the family in society in
preparing each member for the responsibilities of family membership and adulthood,
including marriage and parenthood.
Prevention and Control of DiseaseUnderstanding diseases and disor-
ders, and taking actions to prevent or limit their development.
Consumer HealthUnderstanding consumer health factors involved in
making decisions in selecting and using health information, products, and services.
Substance Use and AbuseUnderstanding the causes and effects of
alcohol, tobacco and other drug use and developing personal and social coping skills
to make healthy choices.
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Accident Prevention and SafetyRecognizing how safe environments
promote health and well-being and learning procedures to reduce risks and make
effective responses to emergencies.
Community HealthUnderstanding the importance of developing health
services responsive to community needs and for becoming a contributor to the health
of the community.
Personal HealthAppreciating the need for responsibility and planning
for developing and maintaining a healthful lifestyle.
Community
Consumer
Personal
Mental and Accident Pres ent ion
Family Life
Environmental Pres ention &
Substance
Nutrition
Health
Health
Use & Abuse Health
Emotional Health
Control of Disease
& Sorel v
Health Education
Healthful
School
Ens ironment
Health
Instruction
Health
Sers ices
Physical
Education
School
_
n"-
Guidance &
Counseling
Food
sical educatit
Does the ph.
n
Servke
pi ogram include the pron ohon of
of
importance
health and the
School Site
pinsical act
shy in the reduction
Health
of risk facto
s?
Promotion
Program
Integrated
School &
Community
Programs
Health
Enhancement
Infusion
What would be ideal for your school?
What is currently in place?
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Using the Expanded
Health Enhancement Grid
The Expanded Health Enhancement Grid is a visual representation of the
interrelationships between the nine components and the 10 conceptual areas. This
grid was developed to help districts in evaluating their progress toward CHEP.
Achieving a CHEP requires first an identification of the programming, policies, and
procedures which are already in place, followed by an assessment of their effective-
has been catalogued and evalu-
ness and comprehensiveness. Once this information
ated, schools can identify gaps, and develop a plan of action to implement needed
programming, policies and procedures.
A five-step process for using the grid and assessment and planning forms is
described below:
Step 1Organize to Start
Prior to starting any assessment, it has to he determined just who will he
involved. Montana districts vary greatly in size, and so will decisions regarding
involvement in the assessment process. The work may be done by a single instructor,
is an expanded concept and
a curricular department or a committee. Remember, this
involves the entire school program. It would be very appropriate for teachers other
than the health enhancement instructors to be a part of this committee. Several areas
like home economics or science are naturally involved simply by the subject matter
they typically teach, but others would also be very appropriate.
A committee would actually be the best approach to take, since it would lead to
be representative of a broad scope of
an interactive exchange of ideas and would
health issues involved. Suggestions for establishing an AdVisory Committee can be
found in Appendix F.
Step 2Identify all Efforts Supporting the CHEP
Using the Expanded Health Enhancement Grid (Appendix C), the team will
individually and then collectively identify the programming, policies, and proce-
dures which interrelate each of the nine components with each of the 10 conceptual
the relationships between
areas. To stimulate thinking about current efforts and
Each question offers a
components and conceptual areas, refer to Appendix A.
and a conceptual
concrete example of the interrelationships between a component
the elements of a CHEP.
area. As a group, these questions help to define some of
Step 3Survey Assessments About
Current Efforts Directed Toward a CHEP
After each team member has had the opportunity to complete the Expanded
Health Enhancement Grid individually, the same process is repeated by the team.
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Every attempt should be made to reach consensus while proceeding through the
assessment process described below. This step is likely to elicit spirited discussion
among team members as different viewpoints are expressed.
Using the questions in Appendix A, assess the efficacy of programming,
policies, and procedures for each component in relationship to each conceptual
area. Classify these efforts in one of three ways and color code them on the
team's Expanded Health Enhancement Grid as indicated below:
Green--They are comprehensive in scope and very effective in their implemen-
tation.
Yellow--They lack comprehensiveness in scope and/or effectiveness in their
implementation.
RedVery few or no programming, policies, and procedures exist which
interrelate a component with a conceptual area.
A visual representation of the district's status in developing a CHEP will be
created by color coding each cell of the team's grid.
It is suggested that an Analysis Form (see Appendix D) be completed for each
cell. All school and community-based efforts and the extent to which they are
provided (e.g., grade levels of programming, target populations of community
agencies) should be identified. In cataloging current efforts, considerable dialogue
about programming, policies, and procedures and their appropriateness to a planned
interrelationship between a component and a conceptual area can be expected by
the team and other school district personnel.
Using the visual representation of current efforts developed in Step 3, the team
can identify priorities for action. At least some of these initial objectives should be
achievable in a short-term effort. Having a sense of accomplishment will be important
in the face of the long-term effort, where many of the improvements may occur in
small elements over time.
Step 4Identify Objectives and Develop a Plan of
Action
The Expanded Health Enhancement Action Plan provided in Appendix E can be
used to identify each objective and to outline strategies (programming. policies, and
procedures) for accomplishing it. The following questions should be answered for
each strategy:
What is the timeline for implementing the strategy?
Who needs to be involved (e.g., school staff, parents, community agency
staff)?
Will training be needed'? For whom'?
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What resources other than people are necessary (e.g., materials, equip-
ment)?
Is funding needed? If yes, where will funding be found?
Some objectives and suggested strategies, organized by component, are pre-
sented in Appendix A. This appendix is intended as a resource to assist school districts
in thinking about their stated objectives and how to achieve them.
Step 5Evaluate Implementation of
Initial Objectives and Select New Ones
The last step in the process is to evaluate the effectiveness of the implemen-
tation of each objective and to identify new objectives. If certain strategies for
achieving objectives had not met expectations, the district should consider what
needs to be revised to make implementation successful. When an objective has been
accomplished, the color code on the grid should he changed to green. A new red or
yellow area can be targeted for improvement and Steps 4 and 5 repeated as part of the
ongoing effort to make an Expanded Health Enhancement Program a reality.
Keep in mind that Montana schools differ as to where health-related information
is taught. Although Health Enhancement is required by Montana Accreditation
Standards, health information is often provided through other subject areas such as
home economics, science or the social studies. Even though many teachers view their
subject areas as not being health related, one coukl argue that all subjects are actually
oriented toward health promotionphysical, mental, emotional, social or spiritual.
Teachers should understand that what they do, how they teach, how they act, as well
behavior of students and
as what they teach, all have a profound impact on the health
later as adults.
One final note: The grid is offered as a starting point for achieving CHEP. The
school district should feel free to identify additional areas of need beyond the nine
components and the 10 conceptual areas and to use the process to establish
programming, policies, and procedures to address the needs of the school district.
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